This study aimed at exploring the roles of school heads in teacher professional development in public secondary schools in Muleba district, Kagera region. The study reviewed several areas in which heads of school are responsible for as far as teacher professional development is concern. It intended to provide various insights to school heads and teachers in public secondary schools in Tanzania on how to create and sustain effective teacher professional development. This qualitative research based approach applied a case study design which allowed a researcher to describe and explain in-depth a phenomena under study. The study involved twenty participants including heads of schools and teachers who were purposively sampled.The study used thematic analysis to analyse data. The findings indicates that a teacher who is professionally developed is mostly advantageous to school, students, his/her surrounding community and the nation at large. As Tanzania makes every effort to promote quality education, it‟s better to start from the grass root using school heads since, according to this study, they are the ones who can give courage, motivations, and create immediate conducive environment to teachers against different challenges toward teacher professional development. Thus, this study recommends that the country should invest more in establishing teachers‟ resource centres. The government should make regular review of the policy to capture the needs of teacher professional development and heads of school should encourage teachers‟ involvements in discussions and decision making on how to plan and implement teacher professional development programmes.